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Physical Education

     Daniel Boone School     6710 N. Washtenaw      Chicago, IL 60645      (773) 534-2160 ph.      (773) 534-2190 fx.      [Email]

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ABOUT THE TEACHER

LESSON PLAN: GYMNASTICS
GRADE 3 - 4
  ANNUAL CURRICULUM
• Warm Up
• Locomotor Movement (K-4)
• Kindergarten
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Lesson Plan Outline

UNITS 3-4
• Unit 1 - Throw & Catch
• Unit 2 - Gymnastics
• Unit 3 - Heart & Lungs
• Unit 4 - Basketball
• Unit 5 - Soccer
• Unit 6 - Fitness Fun
• Unit 7 - Volley & Strike
• Unit 8 - Burnball

LESSONS: GYMNASTICS
• Lesson 1
• Lesson 2
• Lesson 3
• Lesson 4
• Lesson 5

Unit: Gymnastics Time: 60 min Style: Mass task, discovery, and collaboration.
Lesson: 5 Station: Gymnasium IEP: Special accommodation is made for students with special needs.
Equipment: Balance beam, mats

PERFORMANCE OBJECTIVE

Biological Psychological Social
The student will be able to (TSWBAT) move appropriately in the warm up in order to have a proper warm up that raises the heart rate, prepares the body for activity, and prevents injury.

TSWBAT display an appropriate sit-up and push ups, which was taught in the first lesson.

TSWBAT feel an increased level of physical well-being due to increased level of physical activity.

TSWBAT improve body coordination, muscle strength, muscular endurance, cardio vascular endurance, and flexibility through the animal walks, which will help promote physical activity throughout life.

TSWBAT move in general space while maintain space between themselves and other students in the group by keeping their own personal space free of other students.

TSWBAT run and move in coordination with a group of students and line up quickly to accomplish the task at hand.

TSWBAT perform six different gymnastics skills provided by the teacher in front of the whole class, which is a graded assignment.

TSWBAT use the whole body throughout the whole gymnastics program of today.

TSWBAT keep the balance in the scale they perform.

TSWBAT maintain eyes focused in the front while controlling their body to the best of their ability and according to the gymnastics skill that they are performing.

TSWBAT maintain the balance in all the scales without touching the ground with the opposite foot, and also while moving on the balance beam. 


 

TSWBAT know, understand, and apply the concept of social responsibility by grading themselves after the lesson.

TSWBAT know, understand, and apply the concept of student expectations throughout every situation in the gymnasium.

TSWBAT give examples of situations when the student expectations are applicable.

TSWBAT know, understand, and apply the concept of skipping, galloping, and other locomotor skills.

TSWBAT recollect where their personal seat is, and how it aids the student’s ability to follow the rules and to be team players.

TSWBAT explain that the locomotor skills are good for them as the movements will help them get stronger, faster, and feel better. It enhances the self-efficacy.

TSWBAT reduce stress with physical activity, since increased physical activity increases blood circulation, which helps removal of glucocorticoids (a hormone that induce stress.)

TSWBAT enhance their own self-efficacy by trying and observe their own improvements in the skills practiced.

TSWBAT explain why locomotor skills are good for them, as the movement skills will enhance their future success with fitness, academic achievement, sport achievement, and pursuit of wellness.

TSWBAT learn and use the small details in each gymnastics pose, which encourages strength, body awareness and body control.

TSWBAT learn how to deal muscle fatigue as each gymnastic pose requires strength and mental concentration.

TSWBAT improve their self-discipline, i.e., control their own behavior by being quiet, listening, perform accurately. This will occur through learning fundamental gymnastics skills that requires minute eye for detail and body control.

TSWBAT learn this through memorize the poses, scales and jumps while doing it, watching others do it, and hear the explanation of each action.

TSWBAT recollect what they have learned in the previous lessons as they will be given an oral examination and each student will perform six different gymnastics skills (see below in the gymnastics performance what skills will be tested.)

TSWBAT recall and demonstrate three basic key components in regards to the gymnastics skill performed. The key components are:
1. Body needs to be positioned or moved according to the gymnastics skill asked to be performed.
2. Eyes forward at all times, unless other is required for the gymnastics skill.
3. Feet together, unless the gymnastics skill requires feet apart.

TSWBAT learn and enhance their vocabulary through movement words to increase their academic achievement in other subjects.

TSWBAT enhance their nutritional education in order to promote healthy growth and development. (See Nutrition Unit.)

TSWBAT prevent child obesity through nutritional education by learning how to make healthy nutritional decision for self. (See Nutrition Unit.)

TSWBAT feels that they belong in the class as much as everyone else by have equal rules for everyone.

TSWBAT feel that they are in control of their behavior by giving a grade of themselves at the end of the class. (1, 2, or 3)

TSWBAT feel enjoyment by being more successful due to an increased level of personal involvement through their grading.

TSWBAT feel enjoyment and success through increased participation in all class activities.

TSWBAT feel enjoyment through increased level of success as well as increased level of personal involvement in their homework, which enhances their overall health.

TSWBAT feel an increased level of well-being due to increased level of physical activity.

TSWBAT promote teamwork and success among his or hers classmate through positive feedback and positive interaction that does not display any negative (i.e., hurtful) behavior.

TSWBAT enhance the team spirit through by positively encourage their peers with positive comments and praise, as they exercise in the class.

TSWBAT enhance the team experience by enhancing their own gymnastics skills.

TSWBAT display good team working skills through following the safety precautions for tumbling and hand stand as it can have severe consequences.

TSWBAT self-assess their performance as an audience member based on the student expectations within physical education.

Lesson Objective Organization Cues
I. Warm Up (15 min) Personal Spots Do your best.
II. Locomotor Movement  (5 min) Between the white lines Do your best!
Your hard work gets you stronger and faster.
III. Movement Words & Nutrition Unit (5 min) In front of white board Grade level appropriate
III. Gymnastics Performance Test (30 min)

Each student will perform six gymnastics skills and could score three points for each skill by providing the all three key components within the gymnastic skill.  Thus, the student could get a total of 18 points if all six gymnastics skills are performed accurately.

The gymnastics skills that the student could be asked to perform are:
• Stiff as a log
• Arch
• Hollow
• Pike
• Tuck
• Knee Scale
• Front Scale
• Back Scale
• Side Scale
• Sitting V-Scale
• Half Turn
• Full Turn
• Jump
• Jump Half-Turn
• Tuck Jump
• Hitch Kick
• Cat Leap
• Straddle Jump
• Tuck on Balance Beam
• Walk Across Forwards on Balance Beam
• Walk Across Backwards on Balance Beam
• Walk Across Sideways on Balance Beam
• Half-Turn on Balance Beam
• Log Roll
• Egg Roll
• Forward Roll (with spotter)
• Tripod

Audience Performance Test
The students are also given a self-assessed audience performance test, which the student will grade themselves according to the student expectations on how they performed as an audience. This will be assess during the self-assessment period of the lesson.
Personal Spots Do your best.
Eyes forward
Feet together
Avoid bending in joints
Be as straight as possible
Pointy toes
IV. Self-Assessment (5 min) Personal Spots 1, 2, 3.